Examiners Report June 2012 GCE Physics 6PH02 01

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GCE Physics 6PH02 01

Introduction
The paper showed good progression from GCSE, allowing candidates across the ability range to demonstrate their knowledge and understanding of Physics in a range of relevant topics, the Multiple Choice questions in Section A ensuring breadth of coverage of the specification. Section A There was a broad correlation between performance in Section A and performance in the rest of the paper, with a fair proportion of candidates at A grade getting 10 correct answers and a typical E grade candidate scoring 5 or 6. Question 1 2 3 4 5 6 7 8 9 10 Correct responses (%) 78 85 65 65 27 70 86 87 56 36

Questions 5 and 10 were particularly poorly answered across the ability range, with the favoured answers being A and C respectively. In question 5 this suggests that manycandidates did not read the question fully but just saw Ohms law and looked for a straight line graph. Had they checked the axes it should have suggested to them that this could not be the correct answer, even if they couldnt pick out graph D. It may be that many are not familiar with an x2 graph, since the answers to question 18 often referred, incorrectly, to V2/R, so they are aware of it. In question 10 all of the answers may be true of a data logging system, but a full reading of the question shows that a number of readings are required during a period of one second. B, C and D represent improvements over a person taking measurements, but a human could never take repeated readings over this time scale, so A is the best answer, as asked for.

GCE Physics 6PH02 01

Question 11(a)
With just under half gaining at least one mark, many candidates seemed to have difficulty with interpreting the basic circuit diagram and what happened with different permutations of open and closed switches, although they presumably have had experience of identifying illuminated light bulbs in circuits with various switch combinations since Key Stage 3 or earlier. A frequent value for the first combination was zero, as if they thought there would be no current with A open and therefore no resistance, although we did not see infinite resistance given as the answer as one might expect in this case. Candidates who interpreted the circuits correctly often had difficulty with calculating resistors in parallel and many who knew how to apply the formula from the list correctly did not give the answer in a simple form but left it in inverse form.

Examiner Comments

The candidate has been able to select andapply formula for the sum of the resistors in parallel, but has not found the inverse for answer.

Examiner Comments

While this answer has recognised the need to find the inverse for the final answer, these have not been put in their simplest form and represent partial answers, gaining no credit.

GCE Physics 6PH02 01

Question 11(b-c)
Whilst about half of the candidates gave a correct answer to part (c), there was much less success with part (b). A common error was to pick the power equation P = I2R, perhaps thinking of Joule heating, and to state that the combination with the highest resistance therefore dissipates the most energy in a given time. The implicit assumption is that current remains constant, rather than potential difference. Most successful responses showed a realisation that the rate of energy dissipation is greatest for the lowest resistance, although they did not always justify this by reference to P = V2/R, or the reduction in current and P = VI. About half of the responses identified a reduction in output with an internal resistance, many of those justifying it by reference to lost volts, reduced current or increased total resistance. Many candidates, however, appeared to ignore the last part of the question, of the heater, and described increased output by the circuit as a whole due to the contribution of the output of the internal resistance.

Examiner Comments

(b) This candidate correctly identifies the greatest resistance, but links it to the greatest rate of dissipation of energy, ignoring the effect on current. (c) The situation is further misinterpreted. The question clearly refers to the output of the heater, but the candidate is including heat dissipation in the power supply.

Examiner Tip

A very old tip, but read the question carefully!

GCE Physics 6PH02 01

Examiner Comments

(b) The circuit with the smallest resistance has been correctly chosen, but the reason has not been given to satisfy the instruction to 'explain'. (c) The effect on the resistance of the circuit has been identified, but the effect on the output of the heater alone has not been.

Examiner Tip

Remember to give reasons for effects and not just describe them when told to 'explain'.

GCE Physics 6PH02 01

Question 12
The majority scored at least 3 or 4 for the whole question, typically distributed between the parts. There was sometimes ambiguity in parts (a)(i) and (ii) when the word faster was used because it could apply to speed or rate. (a)(i) The increased energy of the electron was frequently stated, although not so often as maximum kinetic energy, but not so often explained by reference to increased photon energy. E=hf was often quoted without explanation of its significance. A number of candidates identified increased light energy, but not linked to photons, and thought there would be more electrons emitted. (a)(ii) Candidates usually stated that more electrons would be emitted and frequently linked this to more photons, but they rarely linked either of these with rate or per second, and so only gained one mark. (b) The great majority of candidates correctly identified at least one observation from the photoelectric effect and identified the relevance of photons or work function energy. Although some candidates struggled to order their responses logically, adopting a scatter gun approach of remembered facts, it was not unusual to award three marks for the particle part of the explanation with many more than three relevant points being made. The wave part was less well answered and frequently ignored. Candidates should realise that full marks will not be awarded for a comparison type of question if both parts are not addressed. Examiners observed that answers set out as a sequence of simple statements, such as a bullet point style, usually scored highly but were rarely seen.

GCE Physics 6PH02 01

Examiner Comments

Scores 1, 1, 0. In the first two parts the instruction to state AND explain has not been followed, and the last part shows confusion with emission spectrum production.

Examiner Tip

Photoelectric effect and spectra both involve quanta of electromagnetic radiation, but you must be sure to know which is which.

GCE Physics 6PH02 01

Examiner Comments

Scores 2, 1, 2. The mark is lost in the second part through not mentioning rate or 'per second'. In part (b) the case for waves is not addressed at all and there are only observations regarding photons and no interpretation.

Examiner Tip

When comparing phenomena your answer must refer to both of them.

GCE Physics 6PH02 01

Question 13(a-b)
The most common outcome in each part of question 13 was a full score, with the great majority gaining five marks for parts (a) and (b) and at least two marks for part (c). There were some problems with applying powers of 10, occasionally with kW but more frequently, if at all, with mm in the last part. In part (b) candidates occasionally lost a mark by failing to include the unit with their answers. A minority of candidates chose the correct formula but got resistance and resistivity confused and some could not rearrange it. Some did not understand what was represented by the symbol rho and calculated the product of resistivity and length rather than length, apparently satisfied with the product of two variables rather than a single value.

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GCE Physics 6PH02 01

Examiner Comments

Resistance and resistivity have been reversed.

GCE Physics 6PH02 01

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Examiner Comments

Scores 3, 0. This answer treats the product of resistivity and length as a single quantity equivalent to length.

Examiner Tip

Be sure to learn what all the symbols in the supplied formulae stand for.

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GCE Physics 6PH02 01

Question 13(c)
The normal approach in part (c) was to use the full resistivity equation rather than applying the ratio of area to length and a large majority got this far. Nearly half completed it successfully and about a sixth failed to apply the factor of two correctly to get from the radius to the diameter.

Examiner Comments

Correct working, but missing the unit.

Examiner Tip

Physical quantities must have a magnitude and a unit.

GCE Physics 6PH02 01

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Examiner Comments

The radius has been correctly calculated, but the instruction to find the diameter has not been followed.

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GCE Physics 6PH02 01

Question 14(a)
In question 14 some candidates clearly confused spectra with the photoelectric effect and there were problems with using the correct technical vocabulary for Physics or in giving specifically detailed explanations. The majority of candidates suggested an increase of energy, although this was sometimes linked to more vibration or the absorption of photons. Nearly half gained the second mark for the movement to a higher energy level, but some just said another energy level, or referred to a jump between levels without specifying a higher level. Other candidates only mentioned shells. Quite a few candidates referred to the atoms becoming charged, which may have been linked to misapplication of the photoelectric effect.

Examiner Comments

This refers to a jump, but a jump can be down as well as up, so it is not sufficiently detailed.

GCE Physics 6PH02 01

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Examiner Comments

This is an example of an answer that identifies energy gained but not its effect.

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GCE Physics 6PH02 01

Question 14(b)
(b)(i)Having explained excitation in part (a), many candidates repeated this in part (b) (i), sometimes not getting as far as explaining emission. There was similar lack of detail in identifying a move to a lower level, or reference to shells only. The most common lost mark in this part, however, was in failing to identify the radiation emitted as more than just radiation as already given in the question. Some answers referred to the emission, and sometimes absorption, of electrons, or even beta emission. (b)(ii) Candidates did not usually score highly on this part, although some answers gave straightforward explanations because they had learned spectrum production thoroughly. Many candidates remembered discrete energy levels and little else of merit. Others managed to quote E = hf, but did not explain its relevance. Some candidates identified specific distances between levels, or shells again, rather than differences in energy. Quite frequent references were made to work function energy or threshold frequency in parts ii and iii to explain the production of specific frequencies, showing confusion with the photoelectric effect. (b)(iii) The straightforward answer different energy levels was seen infrequently. Many candidates referred to different numbers of levels or different arrangements of electrons and different work function was also seen.

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Examiner Comments

Scores 0, 0, 0 This refers to the emission of electrons, then goes on to show that the photoelectric effect is being considered, and finishes by talking about electron configuration without reference to energy.

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GCE Physics 6PH02 01

Examiner Comments

1, 1, 1 (i) Identifies the drop in levels, but only refers to radiation emitted, which is already in the question. (ii) The discrete energy levels are remembered, but they are not used to explain the observation. (iii) Correct.

GCE Physics 6PH02 01

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Question 15(a-b)
(a) There was evidence that most candidates had an understanding of the general principle, but this was not often translated into full marks. The great majority identified reflection at a relevant boundary and most of those linked the echo time to distance. There was a great deal of poor expression, with many answers describing the signal bouncing from a surface. Relatively few dealt with building the image in any way and the third mark, if given, was usually for describing the timing between pulses. (b) The Doppler effect was not applied well to this context, many candidates simply describing a stethoscopic process for listening to the heartbeat. The mark most commonly given was for a suggestion of a change of frequency or wavelength. A moving surface for the reflection of the wave was rarely specifically identified, repetition of heartbeat from the question being common. Many answers described the change in frequency as a property of the direction of travel of the wave, rather than movement of the source. Some candidates confused sound with electromagnetic radiation, referring to ultraviolet radiation and sometimes even red shift.

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GCE Physics 6PH02 01

Examiner Comments

1, 1 This doesn't give any indication of how the pulses are used, for example to measure distances. The Doppler effect is described satisfactorily, but the moving source needs to be identified.

GCE Physics 6PH02 01

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Examiner Comments

0, 1 In part (a) the word 'bounce' is used instead of reflect. In (b) a change of frequency is identified, but the reason is linked to distance and confused with amplitude.
Examiner Tip

Use correct technical vocabulary.

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GCE Physics 6PH02 01

Question 15(c)
This was intended as a straightforward application of the pulse-echo technique, but the factor of 2 was frequently misapplied, or even used twice. Some candidates took half the length of the ultrasound pulse to be half the ultrasound wavelength and applied the wave equation. The marks gained by students were fairly evenly split between zero, 1 for applying the speed equation and 3 for a correct answer.

Examiner Comments

Correct method, but a serious error of scale due to a mistake with the units. 0.5 s for a speed of 2000 m/s should ring some warning bells.

Examiner Tip

Apply the common sense test to answers.

GCE Physics 6PH02 01

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Examiner Comments

The factor of 2 has been misapplied and the final unit has been omitted.

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GCE Physics 6PH02 01

Question 16(a)
This question was characterised by imprecise use of technical vocabulary despite a general understanding in many cases. While a large majority gained one mark, this was often only for the obstacle or gap and only a half got both marks. As in previous series, bending of waves is not sufficient to describe the spreading of the waves. Some candidates used diagrams, but the question asked them to state the meaning and without extensive labelling the diagrams did not often gain specific credit. As in previous series, some candidates think the waves travel through obstacles.

Examiner Comments

This shows why 'bending' is not accepted - it is more appropriate for refraction.

Examiner Comments

The use of 'or' suggests alternative answers. It is not the examiner's responsibility to choose between answers supplied by the candidate.

GCE Physics 6PH02 01

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Question 16(b)
Only half of the responses gained any credit, with only a third of those getting two marks. This is a standard definition and should be quoted easily, but half did not clearly describe that there must be two or more waves and the great majority did not identify the sum of displacements. If there was reference to addition it was more likely to be amplitude, but it was more common to read about either constructive or destructive interference.

Examiner Comments

This is a typical answer which does not address the question as it is written.

Examiner Comments

This sort of irrelevant extra detail was seen frequently. Candidates should note that superposition itself is not dependent on these conditions.

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GCE Physics 6PH02 01

Question 16(c)
A majority gained at least two marks, but rarely more than three. The marks were most often for identifying diffraction by the rocks and correct reference to phase or path difference and constructive or destructive interference. The question directed candidates towards superposition, but it was often just quoted and not described in this context as occurring when waves from different gaps in the rocks met. Whether the question is about standing waves or interference from multiple sources as in this question, a standard answer includes the identification of more than one wave meeting and the effect for different phase or path differences. In fact, some candidates thought of this as a standing wave and described what happened when incoming waves met reflected waves. They should remember that this sort of interference, another example being Youngs slits, also depends on diffraction which distinguishes it from superposition in a question about standing waves. The final mark, for linking the effect of the amplitude change on the sand, was rarely awarded.

Examiner Comments

This just uses the two key words in the question without any added context or explanation and so will not gain any credit.

Examiner Tip

There are no marks for simply rephrasing the words in the question.

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Examiner Comments

This got three marks and shows a good general understanding. Candidates are expected to refer to phase difference to identify where constructive and destructive interference occur.

Examiner Tip

Learn the basic steps in explaining standard phenomena.

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GCE Physics 6PH02 01

Question 17(a)
Surprisingly, only 70% of the candidates could identify refraction correctly, answers including reflection, total internal reflection, perhaps through not looking at point A as instructed, diffraction, and the intentionally ambiguous reflaction.

Examiner Comments

This word is interpreted as an attempt to qualify for the mark whether it is for reflection or refraction and is never accepted.

Examiner Tip

Use correct terminology.

Examiner Comments

This is similar in presenting two answers. When a list is supplied, wrong answers will cancel any correct answers.

GCE Physics 6PH02 01

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Question 17(b)
About half of the entry got two marks for part (b) overall, but very rarely four. Normals were frequently poorly drawn, often being drawn parallel to the long edge of the paper rather than through the centre of the circle, meaning they could not get the angle marks. The violet ray was as often drawn to the wrong side of the red ray, and sometimes not drawn at all. Total internal reflection was usually shown for the violet ray, but the instruction to show its path into the air was as often ignored as followed.

Examiner Comments

0, 0. This normal is parallel to the short edge of the page and the violet ray is to the wrong side of red.

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GCE Physics 6PH02 01

Examiner Comments

1, 1 A normal has been shown - but not at point A where the refraction takes place. The violet ray is going the right way, but does not leave the drop as instructed.

GCE Physics 6PH02 01

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Question 17(c)(i)
Only a quarter of candidates described the critical angle satisfactorily in terms of the angle of refraction of 90 degrees. Many just said it is the angle when, ignoring its identification as an angle of incidence, and many thought it was the smallest angle for which total internal reflection occurs.

Examiner Comments

Up to the bracket this would be alright if it said angle of incidence. The bracketed part, being wrong, ensures no marks.

Examiner Comments

Probably a slip of the pen, but 'diffraction' spoils an answer which was looking good.

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GCE Physics 6PH02 01

Question 17(c)(ii)
Three quarters calculated the critical angle correctly, even if sometimes by trial and error with the values given. Others were not successful in finding an appropriate permutation of the numbers and used sine of 1.3 degrees. A minority carelessly omitted the symbol for degrees, losing a mark as a unit error, and occasionally they wrote 50.3 C.

Examiner Comments

Missing the degree sign is still a unit error.

Examiner Comments

An example of trying the numbers to get a reasonable sounding answer.

GCE Physics 6PH02 01

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Question 17(d)
The correct equation was almost universally applied, with occasional problems with rearranging, powers of 10 or including the unit.

Examiner Comments

Fractional answers were accepted for the resistance in question 11, but generally, especially in this example, they must be given in decimal form.

Examiner Comments

A slip with the powers of 10, but 50 million metres should seem unreasonable.

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GCE Physics 6PH02 01

Question 18
About half the entry got five marks or more, with few scoring under three. (a) While a Key Stage 3 pupil could find the fault in a circuit with cells of opposing polarity, this seemed to cause a major problem in this question with many, many candidates failing to determine the resultant emf as 7.4 V. The total resistance as the sum of two resistors in series was rarely a problem, although some candidates treated them as resistors in parallel because of the way they interpreted the circuit. In nearly all cases candidates divided a potential difference by a resistance to calculate a current, although they did not always use the values from the preceding two sections. (b) (i) Candidates answers often started with, or showed some recollection of, a variation of = V + Ir, but it was rarely applied correctly. The product of current and resistance was usually calculated, but then the addition or subtraction was reversed. Sometimes the total resistance was used. (ii) Candidates frequently applied current x potential difference, but despite 15 V being quoted the terminal potential difference was usually substituted, showing a misunderstanding of the required quantity. Many candidates who made this error went on to find the correct value for part (ii) while answering part (iii), evidence that they understood the principle but misinterpreted the question. Some candidates showed confusion between energy and power, using E = VIt, and applying unit time but never dividing by time subsequently, and the units J were sometimes given. P = V2/R was frequently used, unsuccessfully. (iii) In this part it was not unusual to see the efficiency formula written down and nothing else, but many candidates made reasonable attempts to find suitable values for input and output power even if the preceding parts yielded little of value. The two routes to the answer in the mark scheme were both seen, and a number of candidates got part ii wrong but completed part iii completely correctly from scratch and other found the wasted power and used it with the answer from part ii to get the full marks with an error carried forward.

GCE Physics 6PH02 01

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GCE Physics 6PH02 01

Examiner Comments

0, 0, 1, 1, 1, 0 The emfs have been added and the resistances combined in parallel, showing two misunderstandings. A current has been calculated, but not with the emf calculated. Ir has been calculated, but subtracted where it should have been added. There is use of P = IV for power, but the wrong pd, and the final answer shows a mix of quantities for efficiency.

GCE Physics 6PH02 01

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GCE Physics 6PH02 01

Examiner Comments

Just to show it is possible, a full mark answer to end with.

GCE Physics 6PH02 01

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Paper Summary
As in previous series, basic calculations such as those using the wave equation and resistance have elicited the best responses, although some candidates need to develop their algebraic skills. Candidates must be sure to include units in numerical answers. While many written answers demonstrate understanding of new concepts, and therefore progression from GCSE, there is a requirement in many cases for considerable improvement in the precision with which technical vocabulary is applied. Some candidates need to practise setting out their answers in logical sequences, and might consider the bullet point style as an aid to achieving this as they set out their arguments. Basic definitions need learning until they can be repeated when called for. In this paper examples include superposition, diffraction and critical angle. Standard descriptions of various phenomena also need to be learned so they can be applied to given contexts. Examples from this paper include the photoelectric effect, emission spectra, pulse echo techniques and diffraction patterns. Care must be taken to understand the difference between the quantum phenomena of spectra and the photoelectric effect.

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GCE Physics 6PH02 01

Grade Boundaries
Grade boundaries for this, and all other papers, can be found on the website on this link: http://www.edexcel.com/iwantto/Pages/grade-boundaries.aspx

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